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Marvin Marshall (Discipline without Stress)
Transcript of Marvin Marshall (Discipline without Stress)
Social Development created by students
(D) Democracy- (highest level)
develops self-discipline , demonstrates initiative, displays responsibility, democracy & responsibility are inseparable, and internal motivation
Dr. Marvin Marshall
the hierarchy should be used before and after a lesson to increase effort and raises academic achievement.
Superior teachers understand how to differentiate between controlling and attempting to change someone. They practice so they are able to distinguish when they are trying to control someone or trying to change a person.
Control is physical and temporal.
Using the System to Increase Motivation & Learning
Three principles to practice
Positivity- turning negatives into positives.
"No running" becomes "We walk in the hallways"
Self-discipline: students comply automatically with the expected behavior
You can control a person
You are not able to change a person
A person must change from within
When Adults Impose
Students no longer have ownership in the decisions made for discipline, therefore they tend to take on the victim mentaility and feels negatively towards the person doing the discipling.
Because of the negative feelings of the students, this external approach is counterproductive to good relationships, which is temporal.
Marshall is an educator, author, and speaker.
Known for his approach to discipline
widely known for the landmark book Discipline without Stress, Punishments, or Rewards: How Teachers and Parents Promote
a distinguished lecturer
spoke in 43 states, 20 countries, and 5 continents
fast paced, energizing, practical, and humorous preparing teachers for a new approach in the classroom
Dr. Marshall on Discipline vs Classroom management
Discipline is the responsibility of the student
Procedures are developed by students to help redirect irresponsible impulse
Classroom Management is teaching and practicing procedures which is the responsibility of the teacher
Dr. Marvin Marshall
The Ultimate Goal of Discipline
Choice- response thinking is taught- as well as- impulse control, so students are not impulses of their own control
Reflection- since a person cannot control another person temporarily and since no one change another person
asking reflective questions is the most effective approach to actual change in others.
Social Development- (teaching)
The hierarchy engenders a desire to behave responsibly and a desire to put forth effort to learn.
Students differentiate between internal and external motivation—and learn to rise above inappropriate peer influence
Checking for understanding (asking)
Students reflect on the level of chosen behavior. This approach separates the person from the behavior, thereby negating the usual tendency to defend one’s actions. It is this natural tendency toward self-defense that
leads to confrontations.
Guided Choices- (eliciting)
If disruptions continue, a consequence or procedure is elicited to redirect the inappropriate behavior.
This approach is in contrast to the usual coercive approach of having a consequence imposed.
Considerate, complies, conforms to peer pressure, external motivation
bothers others, bullies others, breaks laws and standards, must be bossed to behave.
(A) Anarchy (lowest level)
absence of order, aimless and chaotic
Levels A & B are not acceptable behavior
Manning, M. L., & Butcher, K. T. (2013). Classroom Management: Models, Applications, and Cases.
Classroom Meeting: formulating questions
The teacher should be clear on the goal of the meeting that questions need to be formulated to achieve the goal of the meeting. The questions should be open-ended to elicit more than one word answers.
If the question has an one word answer, then it should be followed up with "Why or How" to seek justification for the one word answer.